AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by George Gilchrist, primary HT and a participant in the SCEL Fellowship programme.
This is an educational training designed for organizations, executives and employees who desire Excellence. In doing so, gaining awareness of the bigger picture.
Setting and defining the context
Exploring resilience
Navigating change
Sharing with, and learning from, peers
Confirming actions
Summary and questions
Siobhán Bradley from the Institute of Public Administration reflects on the concepts behind capacity building and working collaboratively as part of the CES-IPA morning seminar.
This document discusses barriers to evidence-based management (EBMgt). It identifies three main barriers: 1) the tendency to rely on quick fixes rather than rigorous evidence, as quick fixes can enhance careers and speed is valued over accuracy; 2) the tendency to adopt management fads, as fads promise fast results, appear simple, and help contain anxieties, creating pressure to adopt them; 3) academics' ambivalence about applicability of management research and lack of incentives for secondary research, while managers feel EBMgt constrains freedom and most are not rewarded for effectiveness. Overall, huge peer pressure exists to adopt fads for career safety over relying on evidence.
This document discusses coaching as an alternative to traditional management approaches. It presents a spectrum of helping relationships with coaching positioned between counseling and facilitating. Coaching differs from telling or training in that it does not import an expert model, but rather helps individuals find their own best solutions to problems that often lack single right answers. The document outlines a simple coaching model where the manager asks questions to help the learner explore options rather than giving direct advice. It also discusses key coaching skills like active listening and challenging feedback to help learners develop their own solutions.
Key Note of the EHMA 2016 Annual Conference in Porto
In this key note, Rob Briner and Eric Barends from the Center for Evidence Based Management will discuss the basic principles of EBMgt and consider why while most people agree with the principles of EBMgt, few organisations are able to take advantage of its potential benefits. Utilising interactive social media tools
Rob and Eric will demonstrate how EBMgt can be used to separate the wheat from the chaff.
The NA should have told the RN about the medication left on the bedside table so the RN was aware of the situation and could properly assess and treat the patient. Throwing the medication away without informing the RN put the patient's safety at risk.
This is an educational training designed for organizations, executives and employees who desire Excellence. In doing so, gaining awareness of the bigger picture.
Setting and defining the context
Exploring resilience
Navigating change
Sharing with, and learning from, peers
Confirming actions
Summary and questions
Siobhán Bradley from the Institute of Public Administration reflects on the concepts behind capacity building and working collaboratively as part of the CES-IPA morning seminar.
This document discusses barriers to evidence-based management (EBMgt). It identifies three main barriers: 1) the tendency to rely on quick fixes rather than rigorous evidence, as quick fixes can enhance careers and speed is valued over accuracy; 2) the tendency to adopt management fads, as fads promise fast results, appear simple, and help contain anxieties, creating pressure to adopt them; 3) academics' ambivalence about applicability of management research and lack of incentives for secondary research, while managers feel EBMgt constrains freedom and most are not rewarded for effectiveness. Overall, huge peer pressure exists to adopt fads for career safety over relying on evidence.
This document discusses coaching as an alternative to traditional management approaches. It presents a spectrum of helping relationships with coaching positioned between counseling and facilitating. Coaching differs from telling or training in that it does not import an expert model, but rather helps individuals find their own best solutions to problems that often lack single right answers. The document outlines a simple coaching model where the manager asks questions to help the learner explore options rather than giving direct advice. It also discusses key coaching skills like active listening and challenging feedback to help learners develop their own solutions.
Key Note of the EHMA 2016 Annual Conference in Porto
In this key note, Rob Briner and Eric Barends from the Center for Evidence Based Management will discuss the basic principles of EBMgt and consider why while most people agree with the principles of EBMgt, few organisations are able to take advantage of its potential benefits. Utilising interactive social media tools
Rob and Eric will demonstrate how EBMgt can be used to separate the wheat from the chaff.
The NA should have told the RN about the medication left on the bedside table so the RN was aware of the situation and could properly assess and treat the patient. Throwing the medication away without informing the RN put the patient's safety at risk.
What makes mindfulness training provided by an employer sustainable for an in...Cranfield University
This document summarizes a research study investigating what makes mindfulness training provided by employers sustainable for individuals over time. The study will conduct interviews with employees who received mindfulness training 3-24 months prior through their employer to understand their experiences practicing mindfulness after the training completion and what factors helped or prevented sustained practice. The expected results are to identify the "bottleneck variable" - the most constraining factor in sustaining mindfulness training - from among motivation, ability, and opportunity. Understanding this can help improve employer-provided mindfulness training programs.
According to Mind, 1:4 of people in the UK will encounter a mental health problem in the UK, each year. Although awareness of mental health as a physical illness is starting to increase, many organisations are still unaware of the impact such illnesses can have on the individual, and the devastating effect poor management practices can have on colleagues in certain situations. Such ignorance is concerning – in far too many cases, anxiety, depression and other conditions are treated with ‘lip service’ at best; or as taboo at worst. This session will try and tackle some of the main, down-to-earth matters surrounding mental health in Higher Education Institutions. Sometimes, performance is affected, and this can have a serious adverse effect on the morale and performance of a team or department at large. How straightforward is it to identify and help people who might be struggling? How is it best to tackle poor performance while, at the same time, help an individual or individuals cope with mental health difficulties? Should HEIs introduce transparent strategic mental health awareness policies at the very top? How would one do that? How might it be possible to change an institutional or departmental climate for the better, with other positive knock-on effects this could have on welfare, happiness and performance? How would it be possible to transform understanding and practice at a local and institutional level? Following a brief presentation, this session will be an open forum for the sharing of experiences, suggestions and best practice.
This document discusses evidence-based human resource management. It begins by defining evidence-based practice and outlining some of the key problems that have prevented HR from being more evidence-based, including cognitive biases, fads and fashions, and lack of incentives for practitioners and academics. The document then examines some criteria for assessing how evidence-based HR currently is and discusses challenges such as management fashions, the role of consultants, and lack of incentives for using research evidence.
This document discusses workplace health and well-being. It covers topics like stress, burnout, and what individuals and organizations can do to promote well-being. Some of the key points include: defining burnout and its symptoms; research finding high levels of burnout among UK doctors; interventions for burnout like CBT and relaxation; and recommendations for individuals like connecting with others, learning new skills, and practicing mindfulness, as well as organizational changes. The document emphasizes the importance of addressing stress and burnout for the health of both individuals and the healthcare system.
The document discusses evidence-based management (EBMgt), which involves making management decisions using four key sources of information: practitioner expertise, local evidence, research evidence, and perspectives of affected parties. EBMgt aims to increase the use of different types of evidence and use it more thoughtfully. The document argues that management could be more evidence-based than it currently is, as managers are often pressured to adopt quick fixes and fads instead of using research. It provides an example of how EBMgt could be applied to the issue of absence management in an organization.
The document discusses evidence-based management and provides examples of how managers can make better decisions using science-based principles, valid organizational facts, critical thinking, and considering ethical implications for stakeholders. Managers are encouraged to regularly consider available evidence when making decisions, acquire evidence relevant to their practice area, learn how to find and interpret evidence, become aware of their decision-making processes, and reflect on the ethical implications of decisions.
Dr. deb hedderly leading change presentationChase Lawrence
This document outlines Dr. Deb Hedderly's presentation on leading change for Embassy Management LLC. It discusses internal and external forces that drive organizational change and John Kotter's 8-step process for successful change implementation. The 8 steps include establishing urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. Attendees were asked to identify a potential change initiative and draft a basic action plan applying Kotter's steps.
This document provides information on forming effective teams in healthcare settings. It discusses the importance of teams and defines what constitutes a team. Characteristics of effective teams include shared goals, clear roles, mutual trust, effective communication, and measurable processes and outcomes. Barriers to effective teamwork include dysfunction, mistrust, and poor communication. Facilitators include well-defined goals and objectives, selecting members based on skills, having defined roles for each member, developing mutual respect and trust, and effective management. The document also discusses team inputs like structure, composition, and leadership as well as processes like conflict management, communication, and shared mental models that influence outcomes like performance and satisfaction.
This document discusses the origins and development of evidence-based practice. It notes that in the past, medical and other practices were often driven by convention rather than research evidence, which sometimes led to ineffective or harmful interventions. The field of evidence-based medicine was pioneered in the 1990s by McMaster University researchers David Sackett and Gordon Guyatt to help practitioners make decisions based on the best available research evidence. It also discusses how evidence-based practice has since been applied to other fields like education, social care, nursing, and criminal justice. Finally, it introduces evidence-based management and outlines a 5-step process for making evidence-based decisions.
A Nursing Leadership Guide: Communication, Teamwork, Mutual Support, Conflict...Ahmad Amirdash
This document provides an overview of a presentation on nursing leadership and effective communication. The presentation objectives are to help understand the importance of effective communication, identify barriers to communication, and apply tools to improve teamwork, communication, conflict resolution, and patient safety. Effective communication involves being complete, clear, brief and timely. Barriers to team effectiveness include team composition, working conditions, and resources. Positive outcomes of effective teamwork include reduced length of stay, higher quality care, better patient outcomes, and improved staff satisfaction. Strategies for effective communication, teamwork and conflict resolution include advocacy and assertion, the two-challenge rule, DESC script, CUS, feedback, task assistance, I'm Safe, collaboration, handoffs, situation monitoring
This document discusses hospital-physician leadership and integration strategies. It provides techniques for developing physician leadership, improving hospital-physician interactions, advancing quality through board involvement, and delivery system models like accountable care organizations. The key messages are that physician leadership is important for success; interactions must be collaborative using influence not power; boards should focus on quality, not just regulations; and new models can align incentives for cost-effective, high quality care.
THE SEVEN C’S IN NURSE/PHYSICIAN RELATIONSHIP - By Joyce Asaborstuber111
Joyce Asabor, a registered nurse from NY has prepared a presentation on the Seven C's in Nurse/Physician Relationship which she identified as key to successful interaction in improving patient experience in any health care setting. She has more than 10 years of experience in heathcare industry. The main objective of this workshop is to recognize the problem, recognize the need to correct and change the mind set of health care professionals so that they can be more open to new ideas. Also to recognize the essence of a healthy work environment and reduce stress in order to increase productivity.
This document discusses teaching evidence-based management (EBMgt) through a "pull" approach using five steps: 1) Formulate an answerable question, 2) Search for the best available evidence, 3) Critically appraise the evidence, 4) Integrate the evidence and apply it, and 5) Evaluate the process. It describes strategies used by two professors to teach EBMgt concepts and skills to MBA students through various exercises and assignments integrated across courses. Feedback from students indicated realization of both the lack of evidence use in decision-making and the existence of information beyond personal experience. The document concludes with directions for continuing to develop teaching strategies and formally evaluating EBMgt education outcomes.
This document discusses evidence-based management (EBMgt), which is making organizational decisions based on scientific principles, valid facts, critical thinking, and ethical considerations. EBMgt can lead to better decisions by learning from what works and avoiding what doesn't. It also allows for defensible decisions that can withstand scrutiny. The document outlines five good EBMgt habits: 1) get evidence into conversations, 2) teach/learn scientific and business evidence, 3) learn to gather evidence, 4) become "decision aware", and 5) reflect on ethical implications. It provides examples of how to interpret business facts and search for scientific evidence to improve decision making.
This document provides an overview of a workshop on conscious leadership. The workshop aims to:
1) Explore leadership from a developmental and transformational perspective by understanding that people need to develop higher levels of awareness and effectiveness.
2) Examine different leadership styles and how to transform reactive styles that impede leadership.
3) Learn the competencies of conscious leaders and develop practices to sustain growth beyond the workshop.
Leadership Pearls for the Physician Championjazlabek
This document provides leadership advice and best practices for physician champions leading an organization through an electronic health record implementation. It discusses the importance of developing vision, communicating change effectively, creating guiding coalitions and advisory teams, developing relationships with implementation teams and end users, and anchoring changes in organizational culture. The document emphasizes listening to others, maintaining a positive attitude, and celebrating wins to motivate staff through the challenging transition process.
SCARF Model for Managing Organization StressMaya Townsend
Have you ever felt that your life was in immediate danger? You remember feeling a burst of adrenaline as your heart race, and you moved into action or froze in your tracks.
Research shows that other situations, in which there is no physical danger, can trigger a similar response. This “fight, flight, or freeze” response decreases the ability to plan, make rational decisions, and perceive subtle social and cognitive signals. Unfortunately, these skills are needed during organizational change—just when people are likely to be triggered.
If you know how people are likely to be triggered, you can anticipate by putting measures in place to prevent disruptive responses. Use the SCARF Model to anticipate triggers and plan your next change initiative.
Advanced practice nurses should act as collaborators rather than subordinates. As collaborators, they take responsibility for overall goals and resolving conflicts, using skills like leadership, decision making, and quality improvement. They must work with various groups like other nurses, doctors, facilities, insurers, and patients as collaborators across disciplines to provide comprehensive care.
The document discusses teacher leadership and how it can be developed and supported. It explores emerging teacher leaders working with a local authority and university to improve teaching quality. Teacher leadership is conceptualized as behaviors that positively influence other teachers' practice. Barriers to teacher leadership include structural constraints and lack of support from management and colleagues. Developing leadership from the start of a teaching career in a collaborative culture is seen as important to extending leadership potential in schools.
What makes mindfulness training provided by an employer sustainable for an in...Cranfield University
This document summarizes a research study investigating what makes mindfulness training provided by employers sustainable for individuals over time. The study will conduct interviews with employees who received mindfulness training 3-24 months prior through their employer to understand their experiences practicing mindfulness after the training completion and what factors helped or prevented sustained practice. The expected results are to identify the "bottleneck variable" - the most constraining factor in sustaining mindfulness training - from among motivation, ability, and opportunity. Understanding this can help improve employer-provided mindfulness training programs.
According to Mind, 1:4 of people in the UK will encounter a mental health problem in the UK, each year. Although awareness of mental health as a physical illness is starting to increase, many organisations are still unaware of the impact such illnesses can have on the individual, and the devastating effect poor management practices can have on colleagues in certain situations. Such ignorance is concerning – in far too many cases, anxiety, depression and other conditions are treated with ‘lip service’ at best; or as taboo at worst. This session will try and tackle some of the main, down-to-earth matters surrounding mental health in Higher Education Institutions. Sometimes, performance is affected, and this can have a serious adverse effect on the morale and performance of a team or department at large. How straightforward is it to identify and help people who might be struggling? How is it best to tackle poor performance while, at the same time, help an individual or individuals cope with mental health difficulties? Should HEIs introduce transparent strategic mental health awareness policies at the very top? How would one do that? How might it be possible to change an institutional or departmental climate for the better, with other positive knock-on effects this could have on welfare, happiness and performance? How would it be possible to transform understanding and practice at a local and institutional level? Following a brief presentation, this session will be an open forum for the sharing of experiences, suggestions and best practice.
This document discusses evidence-based human resource management. It begins by defining evidence-based practice and outlining some of the key problems that have prevented HR from being more evidence-based, including cognitive biases, fads and fashions, and lack of incentives for practitioners and academics. The document then examines some criteria for assessing how evidence-based HR currently is and discusses challenges such as management fashions, the role of consultants, and lack of incentives for using research evidence.
This document discusses workplace health and well-being. It covers topics like stress, burnout, and what individuals and organizations can do to promote well-being. Some of the key points include: defining burnout and its symptoms; research finding high levels of burnout among UK doctors; interventions for burnout like CBT and relaxation; and recommendations for individuals like connecting with others, learning new skills, and practicing mindfulness, as well as organizational changes. The document emphasizes the importance of addressing stress and burnout for the health of both individuals and the healthcare system.
The document discusses evidence-based management (EBMgt), which involves making management decisions using four key sources of information: practitioner expertise, local evidence, research evidence, and perspectives of affected parties. EBMgt aims to increase the use of different types of evidence and use it more thoughtfully. The document argues that management could be more evidence-based than it currently is, as managers are often pressured to adopt quick fixes and fads instead of using research. It provides an example of how EBMgt could be applied to the issue of absence management in an organization.
The document discusses evidence-based management and provides examples of how managers can make better decisions using science-based principles, valid organizational facts, critical thinking, and considering ethical implications for stakeholders. Managers are encouraged to regularly consider available evidence when making decisions, acquire evidence relevant to their practice area, learn how to find and interpret evidence, become aware of their decision-making processes, and reflect on the ethical implications of decisions.
Dr. deb hedderly leading change presentationChase Lawrence
This document outlines Dr. Deb Hedderly's presentation on leading change for Embassy Management LLC. It discusses internal and external forces that drive organizational change and John Kotter's 8-step process for successful change implementation. The 8 steps include establishing urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. Attendees were asked to identify a potential change initiative and draft a basic action plan applying Kotter's steps.
This document provides information on forming effective teams in healthcare settings. It discusses the importance of teams and defines what constitutes a team. Characteristics of effective teams include shared goals, clear roles, mutual trust, effective communication, and measurable processes and outcomes. Barriers to effective teamwork include dysfunction, mistrust, and poor communication. Facilitators include well-defined goals and objectives, selecting members based on skills, having defined roles for each member, developing mutual respect and trust, and effective management. The document also discusses team inputs like structure, composition, and leadership as well as processes like conflict management, communication, and shared mental models that influence outcomes like performance and satisfaction.
This document discusses the origins and development of evidence-based practice. It notes that in the past, medical and other practices were often driven by convention rather than research evidence, which sometimes led to ineffective or harmful interventions. The field of evidence-based medicine was pioneered in the 1990s by McMaster University researchers David Sackett and Gordon Guyatt to help practitioners make decisions based on the best available research evidence. It also discusses how evidence-based practice has since been applied to other fields like education, social care, nursing, and criminal justice. Finally, it introduces evidence-based management and outlines a 5-step process for making evidence-based decisions.
A Nursing Leadership Guide: Communication, Teamwork, Mutual Support, Conflict...Ahmad Amirdash
This document provides an overview of a presentation on nursing leadership and effective communication. The presentation objectives are to help understand the importance of effective communication, identify barriers to communication, and apply tools to improve teamwork, communication, conflict resolution, and patient safety. Effective communication involves being complete, clear, brief and timely. Barriers to team effectiveness include team composition, working conditions, and resources. Positive outcomes of effective teamwork include reduced length of stay, higher quality care, better patient outcomes, and improved staff satisfaction. Strategies for effective communication, teamwork and conflict resolution include advocacy and assertion, the two-challenge rule, DESC script, CUS, feedback, task assistance, I'm Safe, collaboration, handoffs, situation monitoring
This document discusses hospital-physician leadership and integration strategies. It provides techniques for developing physician leadership, improving hospital-physician interactions, advancing quality through board involvement, and delivery system models like accountable care organizations. The key messages are that physician leadership is important for success; interactions must be collaborative using influence not power; boards should focus on quality, not just regulations; and new models can align incentives for cost-effective, high quality care.
THE SEVEN C’S IN NURSE/PHYSICIAN RELATIONSHIP - By Joyce Asaborstuber111
Joyce Asabor, a registered nurse from NY has prepared a presentation on the Seven C's in Nurse/Physician Relationship which she identified as key to successful interaction in improving patient experience in any health care setting. She has more than 10 years of experience in heathcare industry. The main objective of this workshop is to recognize the problem, recognize the need to correct and change the mind set of health care professionals so that they can be more open to new ideas. Also to recognize the essence of a healthy work environment and reduce stress in order to increase productivity.
This document discusses teaching evidence-based management (EBMgt) through a "pull" approach using five steps: 1) Formulate an answerable question, 2) Search for the best available evidence, 3) Critically appraise the evidence, 4) Integrate the evidence and apply it, and 5) Evaluate the process. It describes strategies used by two professors to teach EBMgt concepts and skills to MBA students through various exercises and assignments integrated across courses. Feedback from students indicated realization of both the lack of evidence use in decision-making and the existence of information beyond personal experience. The document concludes with directions for continuing to develop teaching strategies and formally evaluating EBMgt education outcomes.
This document discusses evidence-based management (EBMgt), which is making organizational decisions based on scientific principles, valid facts, critical thinking, and ethical considerations. EBMgt can lead to better decisions by learning from what works and avoiding what doesn't. It also allows for defensible decisions that can withstand scrutiny. The document outlines five good EBMgt habits: 1) get evidence into conversations, 2) teach/learn scientific and business evidence, 3) learn to gather evidence, 4) become "decision aware", and 5) reflect on ethical implications. It provides examples of how to interpret business facts and search for scientific evidence to improve decision making.
This document provides an overview of a workshop on conscious leadership. The workshop aims to:
1) Explore leadership from a developmental and transformational perspective by understanding that people need to develop higher levels of awareness and effectiveness.
2) Examine different leadership styles and how to transform reactive styles that impede leadership.
3) Learn the competencies of conscious leaders and develop practices to sustain growth beyond the workshop.
Leadership Pearls for the Physician Championjazlabek
This document provides leadership advice and best practices for physician champions leading an organization through an electronic health record implementation. It discusses the importance of developing vision, communicating change effectively, creating guiding coalitions and advisory teams, developing relationships with implementation teams and end users, and anchoring changes in organizational culture. The document emphasizes listening to others, maintaining a positive attitude, and celebrating wins to motivate staff through the challenging transition process.
SCARF Model for Managing Organization StressMaya Townsend
Have you ever felt that your life was in immediate danger? You remember feeling a burst of adrenaline as your heart race, and you moved into action or froze in your tracks.
Research shows that other situations, in which there is no physical danger, can trigger a similar response. This “fight, flight, or freeze” response decreases the ability to plan, make rational decisions, and perceive subtle social and cognitive signals. Unfortunately, these skills are needed during organizational change—just when people are likely to be triggered.
If you know how people are likely to be triggered, you can anticipate by putting measures in place to prevent disruptive responses. Use the SCARF Model to anticipate triggers and plan your next change initiative.
Advanced practice nurses should act as collaborators rather than subordinates. As collaborators, they take responsibility for overall goals and resolving conflicts, using skills like leadership, decision making, and quality improvement. They must work with various groups like other nurses, doctors, facilities, insurers, and patients as collaborators across disciplines to provide comprehensive care.
The document discusses teacher leadership and how it can be developed and supported. It explores emerging teacher leaders working with a local authority and university to improve teaching quality. Teacher leadership is conceptualized as behaviors that positively influence other teachers' practice. Barriers to teacher leadership include structural constraints and lack of support from management and colleagues. Developing leadership from the start of a teaching career in a collaborative culture is seen as important to extending leadership potential in schools.
GPUs are specialized processors designed for graphics processing. CUDA (Compute Unified Device Architecture) allows general purpose programming on NVIDIA GPUs. CUDA programs launch kernels across a grid of blocks, with each block containing multiple threads that can cooperate. Threads have unique IDs and can access different memory types including shared, global, and constant memory. Applications that map well to this architecture include physics simulations, image processing, and other data-parallel workloads. The future of CUDA includes more general purpose uses through GPGPU and improvements in virtual memory, size, and cooling.
The document discusses HDMI (High-Definition Multimedia Interface), which allows for the transmission of digital audiovisual content over a single cable. Key points:
- HDMI is based on the DVI specification and is backwards compatible with DVI. It transfers video, audio, and auxiliary data across multiple channels.
- HDMI uses TMDS (Transition Minimized Differential Signaling) encoding to transmit data across its channels at high speeds up to 3.4Gbps. A TMDS clock channel synchronizes the data channels.
- HDMI supports configuration and status exchange between devices using DDC (Display Data Channel) and optional CEC (Consumer Electronics Control) for device control.
This document provides information about swine flu (H1N1). It discusses that swine flu is caused by influenza viruses that infect pigs and has recently been spreading from human to human. The symptoms of swine flu are similar to regular flu and include fever, cough, and fatigue. It spreads through coughing, sneezing or touching contaminated surfaces. Basic prevention methods include handwashing, avoiding contact with sick individuals, and disinfecting surfaces. People experiencing severe symptoms like difficulty breathing should seek medical attention.
IEEE 802.4 describes the Token Bus network standard. It uses a token passing mechanism where stations are organized in a logical ring topology on a physical bus network. A token is passed between stations to avoid contention, with the token holder able to transmit frames and poll other stations. When a station wants to join or leave the network, special frames are used to modify the logical ring topology in a distributed manner. The protocol also has fault detection and recovery mechanisms to handle issues like multiple tokens, failed stations, and lost tokens.
The document discusses mental toughness and the MTQ48 assessment tool. It defines mental toughness as how people deal with challenges, stress, and pressure regardless of circumstances. Mental toughness is related to improved performance, well-being, and aspirations. It has four components - challenge, commitment, control, and confidence. The MTQ48 is a valid and reliable questionnaire that measures these components. Developing mental toughness through training interventions can improve performance and well-being.
This document provides a preliminary presentation on the architecture of open hardware for rapid prototyping using the Raspberry Pi, BeagleBone Black, and Arduino Tre. It includes images of these boards taken from the internet to illustrate them.
The document outlines the GTC Scotland's Professional Update initiative which aims to strengthen teacher professionalism in Scotland. It discusses the background and rationale for Professional Update, including new legal requirements. Key aspects include an annual self-evaluation and engagement in professional development activities, maintaining a professional learning record, and a five-year sign off process. It also details the pilot programs, evaluation, and planned national rollout beginning in 2014. The goal is to improve, not prove competence, and support teachers' ongoing professional learning and development through an enhanced PRD process.
The document discusses Scotland's Curriculum for Excellence (CfE) framework and assessment practices. It emphasizes placing the learner at the center and using assessment for learning rather than just measurement. CfE was developed collaboratively between the Scottish government, Education Scotland, local authorities, and other organizations. Assessment should be based on evidence from daily teaching and learning rather than large portfolios, and professional judgment is important for assessment within CfE.
This document summarizes the context and leadership challenges facing a community college in the UK between 2008-2011. It describes how the college had issues with leadership and quality of service in 2008 that led to monitoring by inspectors. A new leader came in and focused on empowering staff, open communication, and celebrating successes. Follow-up inspections in 2010 found that the new culture had enhanced quality and services, with staff now highly committed and welcoming the changes.
AHDS2013 WS 5 Science in primary schoolAHDScotland
The document provides instructions for making bath fizzers. It lists the ingredients needed, which include citric acid, sodium hydrogen carbonate, and herbs or essential oils. The instructions state to combine the citric acid and sodium hydrogen carbonate in a plastic bag, add water and herbs/oils, then squeeze the bag until a ball forms. It recommends using cellophane and raffia to wrap the fizzer and labeling it with safety information and ingredients.
The school developed its curriculum through extensive consultation to ensure it provides students with the skills needed for their post-school destinations. A broad education is offered in the early years with flexible options introduced in the senior phase. Learning is made relevant and motivating and promotes health and wellbeing. Partnerships provide enriching experiences and interdisciplinary learning is emphasized through a progressive framework. Student choice and personalization are incorporated to support all learners.
This document appears to be a slide presentation for an annual general meeting (AGM). It contains multiple slides with graphs and figures related to public health trends in Scotland and other Western European countries from 1851 to 2005. Specific topics covered include life expectancy trends, prevalence of smoking, coronary heart disease mortality, chronic liver disease mortality, mortality comparisons between Glasgow and other UK cities, and the impact of adverse childhood experiences. The presentation aims to provide an overview of key public health issues and trends over time through the use of data visualizations and statistics.
AHDS2013 WS9 Supportive and Challenging Conversations with StaffAHDScotland
This document provides guidance on how to have difficult but important conversations. It suggests preparing yourself by reflecting on the issue, your assumptions, emotions, and desired outcome. When having the conversation, choose an appropriate time and place, provide notice and an agenda, and listen without judgment. Focus on sharing perspectives rather than blaming. The goal is understanding, agreement, and positive next steps rather than conflict.
This document discusses various ways that Longforgan Primary School promotes health and wellbeing (HWB) through its curriculum. It focuses on collaborative working, eco-school initiatives, becoming a UNICEF Rights Respecting School, having student committees, implementing the Bounce Back resilience program, using restorative approaches, encouraging personal achievement projects, employing learning logs, outdoor learning, cooking in school, following GIRFEC principles, building skills, and enhancing transitions between stages of education. The school aims to help students make healthy choices, develop life skills, and establish lifelong wellness habits through these comprehensive HWB efforts.
1. The document discusses leadership and management concepts from various authors and experts. It provides definitions of different leadership styles and bases of power.
2. It also outlines the differences between managers and leaders, describing how leaders focus on inspiring and motivating people while managers focus more on processes and rules.
3. Advice is given on transitioning to a leadership role including creating momentum, securing early wins to build credibility, developing a vision and communication strategy, and seeking advice from trusted counselors.
The document provides an overview of a session on influencing skills, including why these skills are useful, different styles and techniques for influencing others, and practical strategies. It discusses knowing your own style and power bases, understanding other perspectives, listening actively, finding common ground, and allowing others to contribute to solutions. The session includes an exercise where participants outline an influencing scenario and plan to get feedback from others.
The document discusses change management and how to effectively manage change within an organization. It covers common reactions to change like resistance and doubt. It also discusses the importance of leadership involvement, communication, and training to help transition people through change. Key aspects of change management include defining the current and future states, identifying stakeholders, creating a vision and roadmap, addressing resistance, and monitoring progress.
The document discusses different leadership styles in nursing management including:
1. Autocratic style where the manager makes all decisions without input from staff.
2. Bureaucratic style where all tasks are done according to procedures and policies.
3. Democratic style where the leader encourages staff participation in decision making and problem solving.
This document discusses various aspects of leadership, including definitions of leadership, whether leaders are born or made, examples of good leadership qualities, principles of effective leadership, and factors that influence the leadership process. Some key points made include that good leaders are developed through experience and self-improvement rather than being innate, leadership principles like taking responsibility and admitting mistakes when wrong, and that effective leadership requires considering situational factors and individual differences.
This document discusses various concepts related to leadership. It begins by defining leadership as influencing others to achieve common goals. It then discusses different leadership styles like autocratic, consultative, and participative leadership. It also covers contingency models of leadership that explain when different leadership styles are most effective depending on situational factors. Overall, the document provides an overview of key leadership concepts and theories.
Its about building leadership and organizational effectiveness…Lean Leadership is - creating the Lean environment. It takes the organization to something better…different…new…Lean CULTURE.
The document provides guidance on giving and receiving constructive feedback in order to improve outcomes. It discusses establishing moral purpose and ethical leadership, making decisions based on student impact, and acknowledging positive feedback. Guidelines are given for giving constructive feedback, including maintaining respect, focusing on solutions, and asking for responses. Challenges like resistance to change and defensiveness are addressed. Requesting feedback from others as a leader is also covered. The overall message is that constructive feedback done well can be a positive learning experience for improvement.
Coach Approach to Leadership - Conversations for SuccessRay Lamb
Defining coaching for leaders, and a guide to coaching conversations for successful leadership using a 'coach approach' what, why and how of coaching for leaders
WAL_RSCH8310_07_B_EN-DL.m4a
Hard Facts, Dangerous Half-Truths and Total Nonsense
- Profiting from Evidence-Based Management
By Jeffrey Pfeffer & Robert I Sutton
Harvard Business School Press, 2006
Too many business adages are built on flimsy information. When decisions are based on
dubious knowledge, the consequences can be catastrophic. This book by highly respected
scholars, Jeffrey Pfeffer and Robert Sutton explains how better evidence can be used in
business to generate superior results. Evidence based management enables business
leaders to face the hard facts and act on the best evidence.
Introduction
Business decisions are often based on hope or fear, what others seem to be doing, what
senior leaders have done and believe has worked in the past and strong ideologies. Hard
facts and strong evidence do not seem to back many decisions. It is time that companies
and leaders rooted their decisions in solid evidence to ensure optimal utilization of
resources. The authors relate poor decision practices with a number of examples. Then
they explain how evidence based management can be used profitably.
Poor Decision Practices
Poor decision making practices can be seen across organizations. Take benchmarking.
The approach to benchmarking seems to be fairly casual, with some rare exceptions.
More often than not, companies tend to copy the most obvious, visible and frequently
least important practices. The underlying culture or business philosophy of the company
against which benchmarking is being done is not given enough importance.
Companies tend to repeat what has worked for them in the past. By all means, learning
from experience and mastery through practice can be useful. But this kind of an
approach can backfire when the new situation is different from the past and the lessons
learnt in the past may have been wrong or incomplete in the first place.
Managers also tend to be unduly influenced by deeply held ideologies and beliefs.
Beliefs rooted in ideology or in cultural values are quite sticky. They resist disconfirming
evidence.
Evidence based management
Evidence based management assumes that using deeper, better logic and employing
facts rather than assumptions or guesses leads to better decisions. Such an approach
advocates going by hard facts about what works and what does not. Even when
companies have little data, there are many things, they can do to rely more on evidence
2
and logic and less on guesswork, fear, belief or hope. For example, qualitative data
collected from field trips can be used.
Implementing evidence based management requires a mindset change. Facts and
evidence are great levelers of hierarchy. Resistance to evidence based management
comes when it changes power dynamics, replacing formal authority, reputation and
intuition with data. Another problem is that delivering bad news does not win us friends.
We like to deliver good news because that is .
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AHDS Conference November 2014 - workshop; SCEL
1. Me and SCEL
George Gilchrist
For AHDS November
2014
2. Why is practitioner enquiry not being
more widely adopted for professional
and leadership development? What
needs to happen to allow this to happen?
3. Practitioner Enquiry
An evidence rich approach to critically
informed thinking and practice
4. Critical Informed Reading and Research
John Hattie
Michael Fullan
Helen Timperley
Knud Illeris
Marilyn Cochran-Smith
Graham Donaldson
5. Conclusions/Findings
Practitioner enquiry works
It’s complex and messy
Needs to be a disposition or stance
A continuous process, not a quick fix
Start from where you really are
A supportive, open culture based on trust
Senior leaders have to thoroughly
understand and be involved
6. Conclusions (continued)
Need to step back from busyness
Slow down for deeper impact
We need to reframe CPD and CLPL
Needs support and understanding at all
levels of the system
We need to avoid mutations
7. Alternatives
What's the option?
More of the same or dare to be different?
You decide!